ECE teachers’ views on play-based learning: a systematic review

The purpose of this study was to synthesise international research on the kindergarten profession’s view of the concept of play-based learning. In recent years, the concept of play-based learning has received a lot of attention and led to debates and controversies in several countries. There is no consensus around the definition of the concept, which may have unwanted consequences for the possible development of professional practice in kindergartens.

The result of this metasynthesis shows that the view of conceptual compatibility between play and learning varies in the international kindergarten profession. Despite the fact that they often take on different roles in play-based learning, they are unsure how and when to get involved. The practitioners face several challenges regarding the implementation of play-based learning, with the most important stemming from political and curriculum-based pressures.

This is a systematic knowledge overview based on 62 individual studies from 24 different countries, identified through systematic literature searches with clear inclusion and exclusion criteria.

Bubikova-Moan, J., Næss Hjetland, H. & Wollscheid, S. (2019). "ECE teachers’ views on play-based learning: a systematic review". European Early Childhood Education Research Journal, 27(6):776-800.